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ERIC Number: ED402297
Record Type: Non-Journal
Publication Date: 1996-Jun
Pages: 37
Abstractor: N/A
Reference Count: N/A
Balancing on the Edge of Surprise: Managing Junior High Classrooms.
Fenwick, Tara
In an exploration of junior high school teachers' meanings of success, it was discovered that teachers tend to talk about their practice in terms of management strategies. Management was clearly significant for teachers as a metaphor for their ways of living, instructing, developing student responsibility, and building community within the fluid contingencies of junior high school life. However, management is a rich concept stretching beyond controlling routines and discipline to represent a way of being that teachers seem to have developed to live on the edge of surprise. This paper examines what teachers believe they manage in their daily work in classrooms with adolescents, and how teachers think about and use strategies in management. Three dimensions are presented here to convey the complexity and flexibility of teacher management and its strategies. First, teachers manage the space of the classroom, including its objects, movement, temporality, and history. Second, teachers manage the energy of people and pedagogy within this space. Third, teachers manage their own identity or the "teacher self" by adapting and shifting within this energy while remaining firmly anchored to commitment and a strong belief in purpose throughout the fluctuating realities of classroom life. (Contains 52 references.) (Author/ND)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada